본문 바로가기
KERD
논문KCI 등재

성취목표지향성이 초등학생의 창의적 수행에 미치는 영향

Effect of Achievement Goal Orientations on Elementary School Students' Creative Performance

0

조회

0

다운로드

3

인용

0

참고문헌

키워드

초록

본 연구에서는 성취목표지향성이 창의적 수행에 끼치는 영향을 확인하기 위해 숙달접근목표, 수행접근목표와 독창성, 정교성의 관계를 살펴보았다. 이를 위해 수도권 초등학교 5, 6학년 103명에게 사전 설문을 실시한 후에 숙달접근목표와 수행접근목표가 높고 낮은 정도에 따라 네 개의 집단으로 구분하였다. 숙달회피목표, 수행회피목표, 미술과목흥미를 통제변인으로 설정하여 공분산분석을 실시하였다. 분석 결과, 독창성과 정교성은 숙달접근목표와 유의한 정적 관련이 나타났다. 정교성에서 숙달접근목표와 수행접근목표의 상호작용 효과가 확인되었다. 이는 성취목표 유형과 목표 간 조합에 따라 창의적 수행에 다양한 형태로 영향을 미칠 수 있으며 창의성 하위수준(독창성, 정교성)에 따라서도 그 관계가 달라질 수 있음을 보여준다. 연구 결과를 바탕으로 성취목표지향성을 초등학생의 창의성 향상에 영향을 미칠 수 있는 중요한 변인으로 고려한 실질적인 처치 방안 등에 대해 논의하였다.

Abstract

This study aims to determine the effects of achievement goal orientations on creative performance by examining the relationship between mastery-approach goals, performance-approach goals, originality, and elaboration. To this end, 103 5th and 6th graders attending the elementary schools in the metropolitan area were classified into four groups based on the preliminary survey results. The covariance analysis was performed by setting mastery-avoidance goals, performance-avoidance goals, art interest, and age as control variables. Consequent to the analysis, originality and elaboration was positively related to the mastery-approach goals. Further, the interaction effect of mastery-approach goals and performance-approach goals on elaboration was found. This indicates that the types and combination of achievement goals may affect creative performance in various ways. Furthermore, the relationship can be changed according to the indices of creativity (originality and elaboration). Based on this study's results, the practical creativity education strategy was discussed, considering the achievement goal orientations as an essential variable for improving elementary school students' creativity.

참고문헌 (69)

  1. "2015", ~
  2. 김진우, "부모, 교사, 또래관계가 청소년기 창의성의 종단적 변화양상에 미치는 영향", 창의력교육연구, 20(3), pp.91~111 (2020), 한국창의력교육학회[DOI]
  3. 박병기, "자기보고형 통합 창의성 척도의 개발 및 타당화", 교육심리연구, 20(1), pp.155~177 (2006), 한국교육심리학회
  4. 박성익, "초등학생의 성취목표 동기유형과 창의적 사고력·창의적 인성 간의 관계분석", 교육심리연구, 24(1), pp.139~160 (2010), 한국교육심리학회
  5. 서미옥, "대학생의 창의성, 창의적 인성 및 2×2 성취목표지향의 관계", 중등교육연구, 57(2), pp.155~179 (2009), 사범대학부속중등교육연구소[DOI]
  6. 최병연, "목표지향성이 성취관련 신념과 노력에 미치는 영향", 한국교육, 28(1) (2001)
  7. 하대현, "T. Amabile의 창의성 이론에 근거한 동기와 창의성간의 관계 연구", 교육학연구, 40(2), pp.6~142 (2002), 한국교육학회
  8. Al-Dhamit, Y., "Gifted students’ intrinsic and extrinsic motivations and parental influence on their motivation : From the self-determination theory perspective", Journal of Research in Special Educational Needs, 16(1), pp.13~23 (2016)
  9. Amabile, T. M., "Social psychology of creativity : A consensual assessment technique", Journal of personality and social psychology, 43(5), pp.997~ (1982)
  10. Amabile, T. M., "The social psychology of creativity : A componential conceptualization", Journal of personality and social psychology, 45(2), pp.357~ (1983)
  11. Amabile, T. M., "Creativity in context : Update to The Social Psychology of Creativity" (1996), Westview
  12. Amabile, T. M., "Motivating creativity in organizations : On doing what you love and loving what you do", California management review, 40(1), pp.39~58 (1997)
  13. Amabile, T. M., "The creative environment scales : Work environment inventory", Creativity research journal, 2(4), pp.231~253 (1989)
  14. Ames, C., "Achievement goals in the classroom : Students' learning strategies and motivation processes", Journal of educational psychology, 80(3), pp.260~ (1988)
  15. Anderson, J. R., "Situated learning and education", Educational researcher, 25(4), pp.5~11 (1996)
  16. Barron, K. E., "Achievement goals and optimal motivation : testing multiple goal models", Journal of personality and social psychology, 80(5), pp.706~ (2001)
  17. Beenen, G., "The effects of goal orientations and supervisor concerns on MBA intern learning and performance", Academy of Management Learning & Education, 13(1), pp.82~101 (2014)
  18. Beghetto, R. A., "Creative self-efficacy : Correlates in middle and secondary students", Creativity Research Journal, 18(4), pp.447~457 (2006)
  19. Beghetto, R. A., "The Cambridge handbook of creativity", pp.447~463 (2010), Cambridge University Press
  20. Besançon, M., "Influence of school environment on adolescents' creative potential, motivation and well-being", Learning and Individual Differences, 43, pp.178~184 (2015)
  21. Bouffard, T., "The impact of goal orientation on self-regulation and performance among college students", British journal of educational psychology, 65(3), pp.317~329 (1995)
  22. Brophy, J., "Goal theorists should move on from performance goals", Educational psychologist, 40(3), pp.167~176 (2005)
  23. Buch, R., "The interactive roles of mastery climate and performance climate in predicting intrinsic motivation", Scandinavian journal of medicine & science in sports, 27(2), pp.245~253 (2017)
  24. Ceci, M. W., "A correlational study of creativity, happiness, motivation, and stress from creative pursuits", Journal of Happiness Studies, 17(2), pp.609~626 (2016)
  25. Church, M. A., "Perceptions of classroom environment, achievement goals, and achievement outcomes", Journal of educational psychology, 93(1), pp.43~ (2001)
  26. Covington, M. V., "Goal theory, motivation, and school achievement : An integrative review", Annual review of psychology, 51(1), pp.171~200 (2000)
  27. Csikszentmihalyi, M., "Theories of creativity", pp.190~212 (1990), Sage
  28. Csikszentmihalyi, M., "Creativity and development", pp.228~229 (2003), Oxford University Press
  29. Deci, E. L., "A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation", Psychological bulletin, 125(6), pp.627~ (1999)
  30. Dweck, C. S., "Motivational processes affecting learning", American psychologist, 41(10), pp.1040~ (1986)
  31. Elliot, A. J., "Approach and avoidance motivation and achievement goals", Educational Psychologist, 34, pp.169~189 (1999)
  32. Elliot, A. J., "Handbook of competence and motivation", pp.52~72 (2005), Guilford Press
  33. Gardner, H., "Art. Mind, and Brain: A Cognitive Approach to Creativity", The Journal of Aesthetic Education, 18(2), pp.108~110 (1982)
  34. Gong, Y., "A multilevel model of team goal orientation, information exchange, and creativity", Academy of Management Journal, 56(3), pp.827~851 (2013)
  35. Harackiewicz, J. M., "Predictors and consequences of achievement goals in the college classroom : Maintaining interest and making the grade", Journal of Personality and Social psychology, 73(6), pp.1284~ (1997)
  36. Hirst, G., "A cross-level perspective on employee creativity : Goal orientation, team learning behavior, and individual creativity", Academy of management journal, 52(2), pp.280~293 (2009)
  37. Janssen, O., "Employees' goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction", Academy of management journal, 47(3), pp.368~384 (2004)
  38. Kaufman, J. C., "Sure, I'm creative--but not in math! : Self-reported creativity in diverse domains", Empirical Studies of the Arts, 22(2), pp.143~155 (2004)
  39. Kreitler, S., "Motivation for creativity in design students", Creativity Research Journal, 21(2-3), pp.282~293 (2009)
  40. Matos, L., "Optimal motivation in Peruvian high schools : Should learners pursue and teachers promote mastery goals, performance-approach goals or both?", Learning and Individual Differences, 55, pp.87~96 (2017)
  41. McGregor, H. A., "Achievement goals as predictors of achievement-relevant processes prior to task engagement", Journal of Educational Psychology, 94(2), pp.381~ (2002)
  42. Meece, J. L., "A pattern analysis of students' achievement goals", Journal of educational psychology, 85(4), pp.582~ (1993)
  43. Midgley, C., "Differences between elementary and middle school teachers and students : A goal theory approach", The Journal of Early Adolescence, 15(1), pp.90~113 (1995)
  44. Midgley, C., "Performance-approach goals : Good for what, for whom, under what circumstances, and at what cost?", Journal of educational psychology, 93(1), pp.77~ (2001)
  45. Miron-Spektor, E., "Motivating creativity : The effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness", Organizational Behavior and Human Decision Processes, 127, pp.53~65 (2015)
  46. Pintrich, P. R., "An achievement goal theory perspective on issues in motivation terminology, theory, and research", Contemporary Educational Psychology, 25, pp.92~104 (2000)
  47. Pintrich, P. R., "Motivation in education : Theory, research, and applications" (1996), Merrill
  48. Pintrich, P. R., "Motivation in education: Theory, research, and application" (2002), Merrill-Prentice Hall
  49. Plucker, J. A., "Beware of simple conclusions : The case for the content generality of creativity", Creativity Research Journal, 11, pp.179~182 (1998)
  50. Porter, C. O., "When goal orientations collide : effects of learning and performance orientation on team adaptability in response to workload imbalance", Journal of Applied Psychology, 95(5), pp.935~ (2010)
  51. Renzulli, J. S., "Conceptions of giftedness", pp.246~279 (2005), Cambridge University Press
  52. Runco, M. A., "A longitudinal study of exceptional giftedness and creativity", Creativity Research Journal, 12(2), pp.161~164 (1999)
  53. Runco, M. A., "Creativity: From potential to realization", pp.21~30 (2004), American Psychological Association
  54. Runco, M. A., "Judgments of originality and appropriateness as predictors of creativity", Personality and individual differences, 15(5), pp.537~546 (1993)
  55. Runco, M. A., "Creativity, originality, and appropriateness : What do explicit instructions tell us about their relationships?", The Journal of Creative Behavior, 39(2), pp.137~148 (2005)
  56. Runco, M. A., "The standard definition of creativity", Creativity research journal, 24(1), pp.92~96 (2012)
  57. Schunk, D. H., "Self-regulation of learning and performance:Issues and educational applications" (1994), Lawrence Erlbaum Associates, Inc
  58. Senko, C., "Achievement goal theory at the crossroads : Old controversies, current challenges, and new directions", Educational psychologist, 46(1), pp.26~47 (2011)
  59. Shalley, C. E., "What leaders need to know : A review of social and contextual factors that can foster or hinder creativity", The leadership quarterly, 15(1), pp.33~53 (2004)
  60. Shalley, C. E., "New Developments in Goal Setting and Task Performance" (2012), Routledge
  61. Shalley, C. E., "Effects of socialpsychological factors on creative performance : The role of informational and controlling expected evaluation and modeling experience", Organizational Behavior and Human Decision Processes, 84, pp.1~22 (2001)
  62. Silvia, P. J., "Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions", Psychology of Aesthetics, Creativity, and the Arts, 3(3), pp.139~ (2009)
  63. Škerlavaj, M., "Riding two horses at once: The combined roles of mastery and performance climates in implementing creative ideas", European Management Review, 16(2), pp.285~302 (2019)
  64. Sowden, P. T., "Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education", Psychology of Aesthetics, Creativity, and the Arts, 9(2), pp.128~ (2015)
  65. Stipek, D., "Developmental change in children's assessment of intellectual competence", Child development, pp.521~538 (1989)
  66. Sung, S. Y., "Do big five personality factors affect individual creativity? The moderating role of extrinsic motivation", Social Behavior and Personality : an international journal, 37(7), pp.941~956 (2009)
  67. Torrance, E. P., "A Source Book for Creative Thinking" (1962), Charles Scribner's Sons
  68. Van Yperen, N. W., "Task interest and actual performance : the moderating effects of assigned and adopted purpose goals", Journal of personality and social psychology, 85(6), pp.1006~ (2003)
  69. Wolters, C. A., "The relation between goal orientation and students' motivational beliefs and self-regulated learning", Learning and individual differences, 8(3), pp.211~238 (1996)

관련 논문AI추천

이 간행물의 다른 논문 (5건)